ࡱ> |~{c wbjbj 8BxY\xY\dddddxxx84txzX n  _!_!_!|z~z~z~z~z~z~z$}Szd_!_!_!_!_!zdd z"""_!vd d |z"_!|z""Fnw pP!RrThzz0z0sh'"wdw_!_!"_!_!_!_!_!zz"_!_!_!z_!_!_!_!_!_!_!_!_!_!_!_!_!> *: Supporting school issues through a whole-school approach Successful Relationships. Police district School nameSchool demographicsSubmitted bySouthernNot disclosedDecile 6-8. Full primary school.Constable Marty LOHREY School Community Officer SummaryChildrens personal safety.IssueStudents waiting for the bus noticed a strange vehicle driving slowly past them, then turning around and driving back past them again, two days in a row. Other pupils at another stop noticed something similar. Although it was later found out to be a farm worker preparing the roadside for grazing, the incidents raised safety concerns. A group of Year 6 and 7 students were playing show and tell with their body parts, behind school buildings. Identification and prioritisationParents of the students who were waiting at the bus stops alerted the school and the local Police. Through social media the wider community was alerted. Parent members of the BOT were contacted. One of the pupils from the show and tell incident alerted the school. Parents informed of the groups activities. Prioritisation: Because of the initial level of concern about the childrens safety at the bus stops, the School Community Officer (SCO) met with the school, and priority was given to this issue. The second issue was also addressed, with the first situation in mind.Short-term goalTo have the mystery of the vehicle solved as quickly as possible, identified and made known. Long-term goalFor students to be empowered in dealing with unknown situations out in the community. For there to be no more harmful relationships between students. Prevention activitiesActivities that occurred within a whole-school approach included: School ethos and environment (policies; skilled staff; safe environment) Policies: BOT fully informed of the issues, and reviewed policy around NAG5 regarding safe environment. Considered redefining the school grounds to identify the areas that are safe for students to be in. Skilled Staff: Principal and SCO supported and worked with the pupils who were most affected by the two issues. Community connections (consultation; collaboration; model parents) Consultation: Took place with the parents and school community through newsletters, a parent meeting and an assembly. Parents: The parents of the most affected children worked with the principal and SCO to support their children. The SCO met with some of the students at their home with their parents. Curriculum teaching and learning (taking action for: myself; my friends; my community) Myself: Teachers, supported by the SCO, delivered  HYPERLINK "http://www.police.govt.nz/advice/personal-and-community-advice/school-portal/resources/successful-relationships/keeping" Keeping Ourselves Safe across the whole school. My Friends: Through the whole school approach, all students felt supported and empowered to be able to stand strong and report. Community: Students learnt that they had a part to play in keeping their community safe, through reporting and communicating with each other.ImpactThere have been no more reported incidents of harmful behavior between the students. Boundaries have been well established. Students report feeling safer in their community, having observed how reporting incidents has achieved results. More community involvement has meant less chance of them being victims of crime.Next stepsBOT and principal to continue to monitor pupils behaviour and safety. SCO to meet with principal in early 2017 to discuss any issues arising from last years interventions. SCO to meet with the main students involved with the two issues to help reassure. ObstaclesPupils being slow or not confident to report.ImprovementsStudents to be surveyed before and after the KOS programme to give firm data that can be analysed. School grounds to be redefined, so that all parts of the school grounds where students can go out of class time are safe.ConclusionThrough this intervention students have seen in a practical way how problems can be dealt with. The school and BOT have experienced the support that Police and SCO can provide, and believe that this will flow through to a safer school environment and better learning outcomes for the pupils.     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